Mark Scheme (Results)

Summer 2012

International GCSE English Language

B (4EB0) Paper 1
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Summer 2012
Publications Code UG031763
*
All the material in this publication is copyright
© Pearson Education Ltd 2012
 Paper 1
SECTION A

Assessment Objective:

• AO1 – read and understand a variety of texts, selecting and ordering

information, ideas and opinions from the texts provided. (30 marks)

Text One
Question Answer Mark
Number
1 One mark each for any two of the following:
• people asked him about it/talked to him about it
• (wanted to know) how it affected children
• (wanted to know) if it affected spelling and/or literacy

(2 x 1) (2)

Question Answer Mark

Number
2 One mark each for any two of the following:
• hoax message put on internet
• essay on internet
• essay in text language
• teacher couldn’t understand it
• teacher complained
• story escalated
(2 x 1) (2)

Question Answer Mark

Number
3 One mark each for any three of the following in own words
where possible:
• child could have written it as a hoax or spoof
• essay was never found
• teacher was never identified
• once on internet it spread fast
• people say it’s happening all the time
• they use the essay on a holiday as evidence that it is
happening all the time
• no one knows who posted it on the web
(3 x 1) (3)
Question Answer Mark
Number
4 One mark for any of the following:
• panic
• worried that kids will do it all the time in exams
• exam boards put in rules saying no text language
(1 x 1) (1)

Question Answer Mark

Number
5 One mark each for any two points.
One mark for development of each point.
Point Development
children shocked that text have to be stupid to do
language might be used in that(1)
exams/essays/schoolwork
(1)
cannot imagine using it in thought that they’d do it
exams/essays/schoolwork in the exams is
(1) inconceivable(1)
fun outside school(1) cool (1)

don’t mix school and social don’t mix it up with

life(1) school(1)
think it would be idiotic to You would get low
do it (1) grades(1)

(2 x 2) (4)

Text Two

Question Answer Mark

Number
6 One mark each for any three of the following:
• mobile
• television
• broadband
• texting
• Facebook/Wall
• inability to respond

(3 x 1) (3)
Question Answer Mark
Number
7 One mark for any three of the following:
• 75% have mobiles
• 90% send and receive texts
• Half send 50 texts or more a day
• 1 in 3 send 100 texts a day
• 80% take pictures
• 60% play music
• 46% play games
• 32% share videos
• 73% use social networking sites
(3 x 1) (3)

Question Answer Mark

Number
8 One mark each for any four of the following points in own
words where possible:
• cyber bullying
• people being unpleasant
• privacy
• having strangers able to contact you
• might change you
• easy to be misunderstood
• easy for people to take you the wrong way
• easy to say the wrong thing
• can feel isolated/lonely
• can feel put down/upset
• posting unflattering pictures without consent
• lack of face-to-face communication
(4 x 1) (4)

Question Answer Mark

Number
9 One mark each for any two of the following:
• it’s an extension of real life
• helps overcome shyness
• can be your true self
• can be more confident online
 (2 x 1) (2)

Both Texts
Question Answer Mark
Number
10 Accept EITHER choice:
For chosen text: (4 marks)
Two marks for choice stated with clear personal response
shown;
Two marks for clear reference to text with examples given
from text to support argument either for (or against)
technology e.g.
• texting does not interfere with education
• texting does not interfere with spelling/literacy
• keeping in touch
• help with homework
• David Crystal is an expert
• personal accounts from teenagers
For the other text: (2 marks)
One mark for a clear personal response for reason text not
chosen.
One mark for an example to illustrate reason.

Marks may be awarded for development of points as well as

reference.
Close critical analysis of language is an acceptable response.
(Examiners must evaluate answers on their merits and be alert
to unusual responses which are, however, justified by
evidence.)
(4 + 2) (6)
 SECTION B

Assessment Objectives:

• AO1 – read and understand a variety of texts, selecting and ordering

information, ideas and opinions from the texts provided. (10 marks)

• AO2 – adapt forms and types of writing for specific purposes and
audiences using appropriate styles. (20 marks)

• AO3 – Write clearly, using a range of vocabulary and sentence structures,

with accurate spelling, paragraphing, grammar and punctuation. (5
marks)

Question Indicative content

Number
11 A suitable register for a school/college magazine should be adopted.
Candidates should address all areas. The following points indicate some points
that candidates may make but there are other possibilities.
Positive points
• useful to contact classmates about schoolwork
• good forms of communication for teenagers
• easier to communicate with friends
• cheap (texting)
• extension to real life
• helps if you are shy
Negative points
• time spent on computers (Facebook) or phones (texting)
• addictive (upset if out of touch)
• calls are expensive
• cyber-bullying
• unpleasant effects of Facebook – belittled/isolated
• problems with privacy/strangers
• being misinterpreted/misunderstood
• worries about effects on spelling/literacy
• teachers complain about text language in essays
What the researchers say
• helps what has always happened in teenagers’ communication
• another layer of communication
• use of text message abbreviations in essays/exams is probably a hoax
• 99% of teenagers horrified at idea of using text language in exams

(Examiners must evaluate answers on their merits and be alert to unusual

responses which are, however, justified by evidence.)
AO1
Use professional judgment to award up to a maximum of 10 marks according to the
following grid. Placing in any of the mark bands should be on a ‘best-fit’ basis.

Level Mark Descriptor

Candidates should have:
Level 0 0 No rewardable material
Level 1 1-2 • referred to at least one bullet point
• included a small number of points with some relevance
• included some basic reference to texting/social networking
sites
• demonstrated a limited ability to locate and retrieve ideas
and information
• given a relevant amount of limited detail
• considered some basic ideas about effects of texting/social
networking sites
Level 2 3-4 • offered comment on at least two of the bullet points
• given some relevant points
• demonstrated some awareness of effects of texting/social
networking sites
• brought in some relevant supportive points or evidence
• offered detail based on some relevant information
• showed some reasonable awareness of positive and negative
effects of texting/social networking sites
Level 3 5-6 • covered all three bullet points securely
• offered a reasonable number of relevant points
• demonstrated sound awareness of the effects of
texting/social networking sites
• showed secure appreciation of positive/negative effects
• used appropriate material relevantly
• showed sound awareness of what researchers say
Level 4 7-8 • covered all three bullet points systematically
• offered a good number of relevant points, probably such as
those suggested in indicative content
• showed sustained consideration of positive/negative effects
of texting/social networking sites
• made well-focused, pertinent comments about effects of
texting/social networking sites
• used evidence in an effective way
• demonstrated a good appreciation of all 3 bullet points
Level 5 9-10 • covered all three bullet points in appropriate depth
• offered a wide range of relevant points such as those
suggested in indicative content
• demonstrated strong regard to effects of texting/social
network sites
• presented well-focused comments with strong reference to
effects of texting/social networking sites
• supported their points strongly with apt and well-chosen
examples
• showed strong insight into all 3 bullet points
AO2
Use professional judgment to award up to a maximum of 20 marks according to the
following grid. Placing in any of the mark bands should be on a ‘best-fit’ basis.

Level Mark Descriptor

Candidates should have:
0 No rewardable material
Level 1 1-4 • some indication that the text is intended as a magazine
article
• some limited attempt to engage reader in subject
• basic ability to fit language to required task
• has at least some acknowledgement of the intended
audience
Level 2 5-8 • a fair attempt to create a magazine article in a suitable
format
• generally adopts reasonably appropriate tone, but not
sharply convincing or consistent
• some attempt to fit language and style to purpose
• has some register relevant to the specified audience
Level 3 9-12 • sound in its capacity to write appropriately for a magazine
• a clear grasp of how to relate to the specified audience
• writes with sound control over style and tone
• choice of register and vocabulary relates soundly to
audience (peers)
Level 4 13-16 • writing shows good appreciation of required approach
and format for magazine article
• a good, well-chosen tone of voice
• vocabulary varied, flexible and appropriate to the task
• relates well to the intended audience (peers), with use of
appropriate register
Level 5 17-20 • style and structure very successful and highly
appropriate to magazine article (eg attention-grabbing
first sentence)
• successful and consistent adoption of apt tone
• choice of register and vocabulary extremely well-
adapted to audience (peers), communicating effectively
and lucidly
• engages audience with sympathy, flair and assured
language control
• an excellent, perceptive awareness of format
 AO3 (QWC)
Use professional judgement to award up to a maximum of 5 marks according to the
following grid. Placing in any of the mark bands should be on a ‘best-fit’ basis

Level Mark Descriptor

Punctuation Grammar Spelling
Level 0 0 No rewardable material
Level 1 1 Basic punctuation is Grammatical Spelling of common
used with some structuring shows words is usually
control some control correct, though
inconsistencies are
present

Level 2 2 Full stops, capital Grammatical Spelling of simple

letters, question structuring of simple words and more
marks are used, and some complex complex words is
together with some sentences is usually usually correct
other marks, mostly correct
correctly
Level 3 3 Control of Grammatical Spelling of a wide
punctuation is mostly structures are range of words is
secure, including use accurate and used to accurate
of speech marks and convey meanings
apostrophes clearly, with only
occasional errors

Level 4 4 Punctuation is A wide range of Spelling is almost

accurate, with a wide grammatical always accurate, with
range of marks used structuring is used only occasional slips
to enhance accurately and
communication, effectively to
according to the examine the writer’s
particular focus chosen issues
within this triplet

Level 5 5 Control of the full Grammatical Spelling of a wide

range of punctuation structuring is and
marks is precise, ambitious and ambitious vocabulary
enabling intended assured, with is consistently
emphasis and sophisticated control accurate
effects to be of expression and
conveyed (e.g. by meaning
the deployment of
semi-colons, pairs of
commas or dashes
to indicate apposition
or interpolation)
 SECTION C
Assessment Objectives:
• AO2 – adapt forms and types of writing for specific purposes and audiences
using appropriate styles. (25 marks)
• AO3 (QWC) – write clearly, using a range of vocabulary and sentence
structures, with accurate spelling, paragraphing, grammar and punctuation. (10
marks)

Question Indicative content

Number
12 (a) As no audience is specified, the examiner is assumed to be the audience.
Candidates are free to agree or disagree with the statement and may present a
variety of arguments but should not solely rely on those presented in the
passages.
Content may include references to homework/schoolwork; Facebook; MSN;
Skype; communicating with friends/relatives home/abroad; texting; phone
calls; email.

Question Indicative content

Number
12 (b) No indicative content can be specified, since candidates may choose to
interpret the title as they wish.
Candidates should be rewarded for such qualities as a sense of drama, vivid
description, nostalgia, excitement or suspense.

Examiners should be open to a wide range of interpretation

Question Indicative content

Number
12 (c) Candidates may have quite a wide choice of rooms from those in their house to
others in more public buildings or even an imaginary room. They are free to
choose any room they wish.
Candidates should be rewarded for their powers to evoke a sense of place and
atmosphere, using effective vocabulary.

Examiners should be open to a wide range of interpretation

 AO2
Use professional judgment to award up to a maximum of 25 marks according to the
following grid. Placing in any of the mark bands should be on a ‘best-fit’ basis
Level Mark Descriptor
General Purpose and Communicative Organisation
Characteristics Audience Effectiveness
Level 0 0 No rewardable material
Level 1 1-5 The writing There is little The writing Organisation of
achieves awareness of uses a limited the material is
limited the purpose of vocabulary and simple with
success the writing shows little limited
at a basic level variety of success
sentence in introducing
structure and developing
a response
Level 2 6-10 The writing There is some The writing Organisation of
expresses grasp of the shows some the material
ideas purpose of the evidence of shows some
which are writing control in the grasp of text
broadly choice of structure, with
appropriate vocabulary and opening and
sentence development,
structure and broadly
appropriate
paragraphing
Level 3 11-15 The writing There is a The writing Organisation of
expresses and generally clear includes well the material is
develops ideas sense of the chosen mostly sound,
in a clear, purpose of the vocabulary and with a clear
organised way writing shows some text structure,
evidence of controlled
crafting in the paragraphing to
construction of reflect opening,
sentences development
and closure,
together with
secure use of
cohesive
devices
Level 4 16-20 The writing There is a The writing has Organisation of
presents secure, aptly chosen the material is
effective and sustained vocabulary and fully secure,
sustained realisation of well-controlled with a well-
ideas the purpose of variety in the judged
the writing construction of text structure,
sentences effective
paragraphing
and
successful
use of a range
of cohesive
devices
between and
within
paragraphs

Level 5 21-25 The writing There is The writing has Organisation of

achieves strong, an extensive material is
precision and consistent vocabulary and assured, with
clarity in fulfilment of mature control sophisticated
presenting the writing in the control of text
compelling task, sharply construction of structure,
and focused on the varied skilfully
fully writer’s sentence forms sustained
developed purpose paragraphing
ideas and the
effective
application of
a wide range
of markers of
textual
cohesion
 AO3 (QWC)
Use professional judgment to award up to a maximum of 10 marks according to the
following grid. Placing in any of the mark bands should be on a ‘best-fit’ basis.
Level Mark Descriptor
Punctuation Grammar Spelling
Level 0 0 No rewardable material
Level 1 1-2 Basic punctuation is Grammatical Spelling of common
used with some structuring shows words is usually
control some control correct, though
inconsistencies are
present

Level 2 3-4 Full stops, capital Grammatical Spelling of simple

letters, question structuring of simple words and more
marks are used, and some complex complex words is
together with some sentences is usually usually correct
other marks, mostly correct
correctly

Level 3 5-6 Control of punctuation Grammatical Spelling of a wide

is mostly secure, structures are accurate range of words is
including use and used to convey accurate
of speech marks and meanings clearly, with
apostrophes only occasional errors

Level 4 7-8 Punctuation is A wide range of Spelling is almost

accurate, with a wide grammatical always accurate, with
range of marks used to structuring is used only occasional slips
enhance accurately and
communication, effectively to examine
according to the the writer’s chosen
particular focus issues
within this triplet

Level 5 9-10 Control of the full Grammatical Spelling of a wide

range of punctuation structuring is ambitious and ambitious
marks is precise, and assured, with vocabulary is
enabling intended sophisticated control consistently accurate
emphasis and effects of expression and
to be conveyed (e.g. by meaning
the deployment of
semi-colons, pairs of
commas or dashes to
indicate apposition or
interpolation)
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Order Code UG031763
Summer 2012

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